ICT at key stage 3    (Year 8)

• Discuss with the class the task of developing a presentation system and the need to investigate how weather information is presented, eg on TV, in newspapers, on teletext. The discussion should elicit the different forms of information, eg weather maps, graphs, statistics, written form.
• Ask the pupils to work in groups to investigate two different sources. These sources can then be shared between the groups. Ask the pupils to identify how the weather is presented in detail and what purpose it performs, eg giving predictions for visitors or farmers, reviewing holiday resorts.
• Hold a plenary discussion to compare different ways of presenting weather information and the reasons for presenting information in different ways.
• Explain to the pupils how to distinguish facts from opinions and how far information is complete and helpful.

• Hold a class discussion to review homework and the findings. Discuss the development of user needs to identify a small number of key requirements for the project, eg weather report for the last 24 hours, information on current conditions, a forecast for the next 24 hours.
• Ask the class to identify the range of electronic sources of weather data (as opposed to interpreted information), eg automatic weather station, satellite-receiving station, temperature and light sensors, internet weather data and cameras. They should learn to recognise which sources are primary data and then compare this with interpreted data (secondary) as it might appear in newspapers or TV reports.
• Ask pupils to work in pairs to investigate one or two sources and report back to the class on the type, range and frequency of data available, eg from the weather station - wind speed, temperature, light, humidity - and if the information is available as hourly and daily averages or totals.

• Review with the class what has been found previously and lead the class through the key choices each group will make in choosing data, methods of presentation and the system they will use.
• Ask pupils to work in groups to establish the project 'specification' which they should ensure meets the needs identified earlier. Each group could be set a different task based on a different need, eg weather information for sports teams, planning for holidays.
• The plan could include the use of raw data from an automatic weather station, and images from an internet site, which will need to be manipulated, eg selecting appropriate data, drawing suitable graphs and the information inserted in a presentation package.

• Introduce the principles of remote sensing using two different examples, eg how an automatic weather station measures rainfall and measures wind speed by sensing rotations of the anemometer by light.
• Ask the pupils to work in groups to collect data from their chosen source(s), downloading, copying and storing data as appropriate, ready for further analysis. Ask the pupils to write up the completed process individually.
• Remind pupils that data must always be used carefully, eg weather station data can contain incorrect data, either through a weakness in the system or the way an element is sensed.
• Encourage pupils to undertake independent research, using knowledge of how texts and databases are organised and using appropriate reading strategies.

• Ask the pupils to work in groups and individually to process the downloaded data and prepare it for presentation, eg weather station material will probably provide more data than is required (48 hours rather than one day) and internet sites will have more data, satellite images and other information than is required.
• Ask pupils to analyse and present information (in an appropriate format/medium - graphs, reports, maps and images), considering what would be appropriate given their target audience. Show the pupils how to select relevant information and link to other information from a range of sources.

• Discuss with the class the public information system they are planning, to elicit the options within the outline plan, eg the issues associated with the placing of a computer in the entrance hall and the approach to using the presentation package, or other software.
• Ask the pupils to work in groups to incorporate their information into the software. Suggest one group has responsibility for setting up the public information system.
• Ask each group to develop its presentation so it is ready to insert previously gathered information, eg to test their ideas.
• Confirm with the class details for the updating of the information system.

• Lead a discussion about ways in which the pupils can evaluate the public information system and identify the range of opportunities that might be beyond the scope of this unit or the equipment available.
• Ask pupils to work in pairs or individually to identify the improvements that could be developed and to write up their evaluation of the work done and the potential improvements.